Examples of Learning Outcomes Statements

The following are examples of student learning outcomes from different disciplines. These are just examples and would be only one of 3-5 outcomes for each program. Please note that in each case students are required to use their funds of knowledge and skills to apply, synthesize, analyze and/or evaluate per Bloom's Learning Taxonomy.

Students will be able to explain key architectural design principles to a lay audience without the use of technical jargon.
Students will be able to competently select and perform appropriate laboratory procedures commonly used in chemical testing and analysis, including (list).
Students will be able to work effectively in teams to solve problems in mechanical engineering.
Students will be able to compose a thesis that demonstrates understanding of a literary genre in a specific historical period.
Students will be able to write a document-based essay/research paper which tests their ability to synthesize clarity and precision, e.g., by describing the causes of the Russian Revolutions of 1917 politically and economically derived from both primary and secondary sources, and to support their historical arguments and general assertions with suitable evidence while demonstrating the ability to evaluate carefully the nature of the source of that evidence.
Students will be able to make critical use of the scientific literature in chemistry to evaluate the utility of experimental strategies and obtain information relevant to an experimental problem.

Examples from Montana State University (used with permission)

Modern Language
- Graduates in this major are expected to know the grammatical and phonetic structure of the language, have a listening comprehension that allows the student to understand general conversational contexts, e.g., interactions on a social basis, shopping, travel, etc. Further, the graduate must also have the abiltity to understand in specialized contexts, e.g., comprehending the exchange of ideas and information such as the structure of the language (French, German, or Spanish), its literature, sound system and culture. The graduate is expected to be able to write in the language with a skill that makes the student successfully communicative in general and specialized areas such as those suggested above. The graduate in this major is also expected to have a reading knowledge that allows for comprehension in general and specialized contexts as mentioned.
Nursing
- Communication Skills
  - Communication is a major process which supports the nursing roles of care giver, manager, researcher, and educator. Communication is the effective transmission and receipt of ideas and feelings in written, oral and non verbal forms, specifically including therapeutic communication skills within nurse-client relationships. Using verbal and written modes, the graduate communicates accurate significant data with the health care team. The nursing graduate uses verbal and written modes of communication which are culturally sensitive, appropriate and responsive to audience and content.
- Problem-Solving Skills
  - Critical thinking is central to the problem solving activities which comprise the nursing process. When using the nursing process, the graduate systematically collects, interprets, and evaluates data that enable clinical judgments which enhance the quality of client care. Inherent to critical thinking skills of the graduate is a basic understanding of the research process, the ability to identify researchable problems, and the ability to apply research findings which advance nursing practice.